Overall Aims
Maths at Queensbury School is there to help our young persons become fluent in the fundamentals of mathematics; ensure that pupils develop confidence and mental fluency which is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment. This is done by:
- Solving problems by helping students to applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
- Reasoning mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Most importantly making maths fun and linked to real life.
| KS5 | Intent (Why are we doing it) | Implement (How we are going to do it) | Impact (What we want to see and develop) |
|---|---|---|---|
| Discovery | Further exploring mathematical ideas and developing mathematical skills and concepts to support them in their journey for life after school enabling greater independence and contribute positively to life in modern Britain. | Personalised learning units to encourage maths in the world around them. Units focused on time, money, dates and calculations. Continuing to use the CPA approach (Concrete, Pictorial and Abstract) as a way to develop student’s conceptual understanding. | Promote meaningful mathematical awareness to aid the confidence of this specific cohort. By the end of Key stage 5 students will have gained math skills they need to live independently in the community, to care for themselves and to make choices about their lives. They will have had the opportunity to have their achievements formally recognised through AQA Unit Award Scheme. |
| Explorer | Build on gaps in knowledge. Give students greater independence with time, money data. | Students working between EL3-L1 qualifications. Learning outcomes are matched to promote independence confidence. | Students to think about their mathematical journey. Positive attitude to possible courses available to them after sixth form. Ability to use some of their key maths skills in their daily lives. |
| Navigator | Making sure students are secure and can understand and use mathematical information confidently. | Units are at Level 1-Level 2, give our young persons the best opportunity to explore courses at a higher level. Units are specifically selected to support independence and further study opportunities. | Greater understand of careers and courses available to them linked to level 1-Level 2 qualifications. Confidence and independence to use and apply their mathematical skills consistently in their daily lives. |
| Venture | Flexibility with supporting the cohort to continue to fill in the gaps in their understanding and to become better equipped and fluent in the fundamentals of mathematics. | Incorporate active learning with sufficient flexibility to follow a thematic approach and time needed to meet the individual student needs and interventions. | Prepare students for adulthood and a better understanding of the world around them by reasoning mathematically, solving problems by applying their mathematics to a variety of routine and nonroutine problems. |
Examples.
Delivery of Maths is supported via educational trips (annual visit for KS4 students to RAF Cosford) working with HSBC Bank, Healthy Tuck Shop Money Management, celebration of world maths day, parent workshops, visit to local Tesco and raising money all year round for various charities.
Promotion of careers and real life linked to maths is embedded within the curriculum planning.